Pharmacy students' perceptions of the effectiveness of a film-based mental health elective course

Abstract

IntroductionStigmatizing attitudes of pharmacists can contribute to poor outcomes in individuals with mental illness. Direct contact with patients during pharmacy experiential education helps establish positive attitudes toward people with mental illness yet may not be available to all students. The use of film in pharmacy education has the potential to facilitate learning and improve attitudes. MethodsWe evaluated students' perceptions regarding the impact of an elective course for pharmacy students which incorporated feature films about mental illnesses. Students completed surveys addressing their perceptions of each film's role in facilitation of learning, attitudes about mental illness, and comfort level for interacting with patients with mental illness. ResultsA total of 125 students completed a course featuring 17 films over the four-year study period. The films with the highest weighted positive rankings were Temple Grandin, Helen, As Good As It Gets, Born on the Fourth of July, Iris, A Beautiful Mind, and Silver Linings Playbook. Less favored films included One Flew Over the Cuckoo's Nest, Prozac Nation, and My Own Private Idaho. ConclusionsDirect contact with patients may best prepare future pharmacists to serve the needs of people with mental illness. This study suggests that students perceive feature films used in an elective course may have a positive impact on facilitating learning and improving attitudes of pharmacy students toward individuals with mental illness. Further well-designed studies are warranted, including in other health professions students, to substantiate and define the role of film as a tool to teach and address stigma.